Teacher Education, Educational Leadership & Policy ETDs

Publication Date

9-5-1970

Abstract

This study was designed to obtain and analyze the perceptions of teachers of children who are culturally different regarding the curriculum necessary to prepare students to teach children who are culturally different. The teachers were at the time of the study, teaching in grades 5 through 9 in schools in New Orleans, Louisiana, Houston, Texas, and Dallas, Texas, designated as schools for children who were culturally different. Information concerning programs of teacher preparation was secured through the use of a questionnaire. Three hundred twenty-four questionnaires were usable for analysis.

Tabulation of the data from the questionnaire indicated the following inter-related major findings:

1) Students desirous of teaching children who are culturally different should be introduced to working with these children as soon as possible in their preparation program. This exposure should be in the capacity of a tutor, teaching assistant, or extra-curricular activity program worker.

2) An individualized preparation period that would give the student an opportunity to work with competent, empathetic professors who would modify the curriculum to suit their rates of development should be provided.

3) Courses taken by the prospective teacher should stress psychology of the child, and understanding of the cultures of the ethnic group and an understanding of himself as a person.

4) A coordinated laboratory program with the school system, college faculty, and community agencies should be maintained for the teachers in preparation.

These findings seemed to indicate research is needed to determine the competency of the College personnel in guiding the experiences of student teachers. Equally deserving of research would be the elements of an effective screening program for those entering the field of teaching.

Document Type

Dissertation

Language

English

Degree Name

Secondary Education

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Alvin Wendell Howard

Second Committee Member

Wilson Howard Ivins

Third Committee Member

Tom Wiley

Fourth Committee Member

George C. Stoumbis

Comments

The UNMUL recognizes that due to its historical nature, this item may include racially and/or ethnically based language and content that may be biased, harmful, and oppressive.

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